An Examination of Fifty States' Policies and Practices of Innovative, Pilot, or Experimental Programs in Teacher Education.

Sandlin, Ruth; Riggs, Iris

The purpose of this study was to determine which states have experimental, pilot, or innovative program (EPOIP) clauses in their state licensure documents and how many of the existing clauses are being used by teacher education institutions (TEIs). These special clauses allow teacher education programs, which might significantly differ from traditional programs for teacher certification, to exist within the state and may also provide for greater local control of those programs. Study criteria for EPOIPs included differences in both delivery and content from traditional programs. Telephone and/or written surveys were used to obtain information from directors, deans, and individuals involved in the planning and implementation of EPOIPs within each state's teacher certification agency. Twenty-three states and the District of Columbia initially stated that they had EPOIPs, while 25 did not. Two states did not respond. Further phone contact revealed major variations in the definition of EPOIPs from state to state. Twenty-one states with clauses reported past or presently active EPOIPs. Almost half of the EPOIPs identified are in special needs or critical shortage areas. A very small percentage of the teaching population is being served by EPOIPs. The present system does not appear to encourage innovation in teacher certification for the typical teacher candidate. A clear definition of EPOIPs must be developed and accepted by all states to enhance the possibility that TEIs will know of and use clauses that encourage EPOIPs. Three data tables are provided. (RLC)